Highchair philosophers: the impact of seating context-dependent exploration on children's naming biases

Lynn Perry, Larissa K. Samuelson, Johanna B. Burdinie

Research output: Contribution to journalArticle

16 Citations (Scopus)

Abstract

We examine developmental interactions between context, exploration, and word learning. Infants show an understanding of how nonsolid substances are categorized that does not reliably transfer to learning how these categories are named in laboratory tasks. We argue that what infants learn about naming nonsolid substances is contextually bound - most nonsolids that toddlers are familiar with are foods and thus, typically experienced when sitting in a highchair. We asked whether 16-month-old children's naming of nonsolids would improve if they were tested in that typical context. Children tested in the highchair demonstrated better understanding of how nonsolids are named. Furthermore, context-based differences in exploration drove differences in the properties attended to in real-time. We discuss what implications this context-dependency has for understanding the development of an ontological distinction between solids and nonsolids. Together, these results demonstrate a developmental cascade between context, exploration, and word learning.

Original languageEnglish (US)
Pages (from-to)757-765
Number of pages9
JournalDevelopmental Science
Volume17
Issue number5
DOIs
StatePublished - Sep 1 2014
Externally publishedYes

Fingerprint

Learning
Food
Dependency (Psychology)
Transfer (Psychology)

ASJC Scopus subject areas

  • Developmental and Educational Psychology
  • Cognitive Neuroscience

Cite this

Highchair philosophers : the impact of seating context-dependent exploration on children's naming biases. / Perry, Lynn; Samuelson, Larissa K.; Burdinie, Johanna B.

In: Developmental Science, Vol. 17, No. 5, 01.09.2014, p. 757-765.

Research output: Contribution to journalArticle

Perry, Lynn ; Samuelson, Larissa K. ; Burdinie, Johanna B. / Highchair philosophers : the impact of seating context-dependent exploration on children's naming biases. In: Developmental Science. 2014 ; Vol. 17, No. 5. pp. 757-765.
@article{a83255a6370647c8a4edb03689a757f2,
title = "Highchair philosophers: the impact of seating context-dependent exploration on children's naming biases",
abstract = "We examine developmental interactions between context, exploration, and word learning. Infants show an understanding of how nonsolid substances are categorized that does not reliably transfer to learning how these categories are named in laboratory tasks. We argue that what infants learn about naming nonsolid substances is contextually bound - most nonsolids that toddlers are familiar with are foods and thus, typically experienced when sitting in a highchair. We asked whether 16-month-old children's naming of nonsolids would improve if they were tested in that typical context. Children tested in the highchair demonstrated better understanding of how nonsolids are named. Furthermore, context-based differences in exploration drove differences in the properties attended to in real-time. We discuss what implications this context-dependency has for understanding the development of an ontological distinction between solids and nonsolids. Together, these results demonstrate a developmental cascade between context, exploration, and word learning.",
author = "Lynn Perry and Samuelson, {Larissa K.} and Burdinie, {Johanna B.}",
year = "2014",
month = "9",
day = "1",
doi = "10.1111/desc.12147",
language = "English (US)",
volume = "17",
pages = "757--765",
journal = "Developmental Science",
issn = "1363-755X",
publisher = "Wiley-Blackwell",
number = "5",

}

TY - JOUR

T1 - Highchair philosophers

T2 - the impact of seating context-dependent exploration on children's naming biases

AU - Perry, Lynn

AU - Samuelson, Larissa K.

AU - Burdinie, Johanna B.

PY - 2014/9/1

Y1 - 2014/9/1

N2 - We examine developmental interactions between context, exploration, and word learning. Infants show an understanding of how nonsolid substances are categorized that does not reliably transfer to learning how these categories are named in laboratory tasks. We argue that what infants learn about naming nonsolid substances is contextually bound - most nonsolids that toddlers are familiar with are foods and thus, typically experienced when sitting in a highchair. We asked whether 16-month-old children's naming of nonsolids would improve if they were tested in that typical context. Children tested in the highchair demonstrated better understanding of how nonsolids are named. Furthermore, context-based differences in exploration drove differences in the properties attended to in real-time. We discuss what implications this context-dependency has for understanding the development of an ontological distinction between solids and nonsolids. Together, these results demonstrate a developmental cascade between context, exploration, and word learning.

AB - We examine developmental interactions between context, exploration, and word learning. Infants show an understanding of how nonsolid substances are categorized that does not reliably transfer to learning how these categories are named in laboratory tasks. We argue that what infants learn about naming nonsolid substances is contextually bound - most nonsolids that toddlers are familiar with are foods and thus, typically experienced when sitting in a highchair. We asked whether 16-month-old children's naming of nonsolids would improve if they were tested in that typical context. Children tested in the highchair demonstrated better understanding of how nonsolids are named. Furthermore, context-based differences in exploration drove differences in the properties attended to in real-time. We discuss what implications this context-dependency has for understanding the development of an ontological distinction between solids and nonsolids. Together, these results demonstrate a developmental cascade between context, exploration, and word learning.

UR - http://www.scopus.com/inward/record.url?scp=84926428716&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84926428716&partnerID=8YFLogxK

U2 - 10.1111/desc.12147

DO - 10.1111/desc.12147

M3 - Article

C2 - 24289734

AN - SCOPUS:84926428716

VL - 17

SP - 757

EP - 765

JO - Developmental Science

JF - Developmental Science

SN - 1363-755X

IS - 5

ER -